July 24

Fast-Paced Digital Buzz

Literature in Digital Environments has lit up my imagination like an electrically circuited Yellow Brick Road that zooms in, out and through Literature City (LeRoy, Cukor, Fleming, LeRoy, Taurog, Thorpe, & Vidor, 1939). Digital literature is capable of enhancing my everyday teaching practice. My professional background has been a fuddled metamorphosis (Kafka, 1946) where I scuttle between classrooms teaching a multitude of subjects for various Stages in secondary schools. Hopefully, I will transform into a teacher librarian.

My knowledge and understanding of concepts and practices in digital literature is developing. I have used such digital narratives as the Dust Echoes videos, a YouTube of [Shakespeare: The Animated Tales] Macbeth, and Storyline Online. Each has a purpose. As pointed out in Learning 2030: From Books to Screen, the novelty of gadgets and busy work soon wears off. In History, the Dust Echoes – Moon Man online video was viewed through the electronic whiteboard and some of the activities were obtained from the online study guide. The [Shakespeare: The Animated Tales] Macbeth was used as a visual synopsis to support student understanding of the play. At a more “primitive” level, I have used video to teach film and advertising. Extra features on the DVDs such as with Finding Nemo (Walters, Stanton, & Unkrich, 2003)and The Corpse Bride (Abbate, Auerbach, Frey, Ranft, Shaw, Burton & Johnson, 2005) explore the process of making the animations have been learnt from. Adapted texts have been compared such as 10 Things I Hate about You (Chernov, Hedien, Jaret, & Lazar, Silverman, & Junger, 1999) with The Taming of the Shrew (McWhorter, Taylor & Zeffirelli, 1967).  Now streaming resources are also used: Netflix, Stan and ABC iview. I aspire to use interactive and transmedia texts.

The progress of digital literature has proliferated. Issues have arisen. For instance, the quality of these resources can vary as anyone can publish on the internet. The implications for effective teaching and learning involves the discriminating use of texts possessing quality literary and digital features – questioning the need for varied ways of evaluating digital texts. The purpose for using these texts should comply with the scope and sequence and the relevant syllabus. The literary and digital features need to be presented educationally, appropriately and well – not with inappropriate distractions (Yokota and Teale, p. 581) (Walsh, 2013, p. 181-186).

Transmedia narratives are an exciting development. When stories are more than paper: Transmedia trends in Young Adult Literature tells of narratives such as Patrick Carman’s Skeleton Creek that can be read, viewed and listened to. The multimodal presentation of the text can be beneficial for a range of learning needs. It is important to study the effects these developments have on learners. In a case study conducted by Simpson and Walsh (2015), it was revealed that when a codex text was teamed with a digital version of the text, the young readers’ critical awareness was expanded due to engagement of their sense of empathy and aesthetic responses. The use of digital literature needs to be further investigated.

Literature in the digital environment offers many possibilities. However, educators need to evaluate every text, learning situation and be aware that the information age is racing ahead. This subject provides the opportunity to extend learning, acquire a number of versatile, engaging resources for a diverse audience and may broaden my professional scope.

References

Chernov, J, Hedien, J., Jaret, S., & Lazar, A., (Producers) & Silverman, G. (Associate Producer) & Junger, G., (Director), (1999), 10 Things I Hate About You, United Stated: TouchstoneAbbate, A., Auerbach, J., Burton, T., Frey, D., Ranft, J., & Shaw, T., (Producers) & Burton, T., & Johnson, M., (2005), The Corpse Bride, United States: Warner Home Video

Kafka, F. (1946), Metamorphosis, New York The Vanguard press Inc.

LeRoy, M. (Producer), & Cukor, G., Fleming, V., LeRoy, M, Taurog, N., Thorpe, R., & Vidor, K., (Directors), (1939), Wizard of Oz [Movie], United States: Warner Bros. Pictures.

McWhorter, R, Taylor, E., (Producers), & Zeffirelli, F., (Director), (1967), The Taming of the Shrew, United States: Columbia Pictures

Pexels Video – Video used on this blog page is used pursuant to Creative Commons Licence, https://www.pexels.com/video/bonfire-in-timelapse-mode-1998132/

Simpson, A., and Walsh, M.,(2015), Children’s literature in the digital world: How does multimodality support affective, aesthetic and critical response to narrative?, https://doi-org.ezproxy.csu.edu.au/10.1108/ETPC-12-2014-0005, 14(1), p.28-43

Walters, G., (Producer), Stanton, A., &  Unkrich, L., (Directors), (2003) Finding Nemo, United Stated: Pixar

The Corpse Bride

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA)

Yokota, J. & Teale, W. H. (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6). Retrieved from http://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_ Making_Informed_Choices

Category: INF533, Technology | 1 Comment on Fast-Paced Digital Buzz
May 9

Information literacy = healthy society and a fulfilled individual

Information literacy, technology and the student – Photo by Waldemar Brandt from Pexels

To enable a person to be able to function in their community in a way that if capable, confident and competent, they must be educated and capable in every literacy that allows them to do that. Whether the format of the text is in a new medium, new platform, technology or format, a student or adult should have the skills and knowledge to be able to read, comprehend, deconstruct, create another texts based on this one which includes critical analysis and synthesis of information. All people need to be not only consumers of information but also creator. They need to know the pitfalls and implications of that. They need to know the ethics involved. They need to know ways to determine whether are being deceived (“fake news”) or whether they are using credible sources.

At the end of the day, it is important for students to become enriched, life long learners who are capable and confident members of society. They need to be able to contribute in a meaningful way to society but also have the ability to lead fulfilled, positive lives. For this to happen, they must be taught the skills, theory and processes of information literacy and all the different forms that information literacy morphs into – whether it is digital literacy or transliteracy or many other forms.

With the incorporation of all the different elements of information literacy, it is advantageous to have an information literacy model so that every opportunity to enhance the information literacy learning process can be snapped up. The learning activities need to be up to date with technological developments and be inspirational to students to capture their interest. They need to be adapted for differentiation purposes.

Category: ETL401, Information literacy, Technology, Uncategorized | LEAVE A COMMENT
March 22

Are School Librarians an Endangered Species?

 

Teacher librarians (TL) must adapt to changing conditions or face extinction. That is the message in Karen Bonanno’s Key Note address titled “A professional at the tipping point: Time to change the game plan” at the ASLA conference (as cited in O’Connell(?), n.d.).  Bonanno conveys that teacher librarians must take the “glass half full” approach, to work within the boundaries, be pro-active, change with developments, be aware of learners and keep current.  In particular, to be successful, TLs should follow what she calls the “Five Finger Approach” which makes them a valuable and relevant asset. Powerfully, Bonanno re-iterates throughout the video that “The rhetoric must engage with the audience”.

 

References

O’Connell, J, (n.d.) 3.2 The Role of Teacher Librarian, 3. The Role of Teacher Librarian (TL), Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633957_1&mode=view

Category: ETL401, Technology | LEAVE A COMMENT
March 11

Warning … Tsunami Ahead!

Photo by Andrew Neel on Unsplash

From a teacher’s perspective, I had perceived the teacher-librarian’s role to be more of an educational facilitator, a manager of space and resources .  However, for the short time I have been studying, I already I recognise that the role includes numerous other titles, such as information leader (one who discovers, organises, streamlines and disseminates information) and technological manager. It seems that technological change has filtered through our schools slowly but, in reality, there has been a tsunami of information and technological change that has transformed the teacher-librarian’s role into one that can be central to the school.

In my current school, the library is a thriving, positive space with the teacher librarian adopting a more central role in the school. This library possesses an excellent selection of spaces, a good range of literature and books on subjects, two computer class spaces, a bank of laptops, a reading space with comfortable chairs, sanctuary for students who love gaming and chess, printing and photocopying and houses professional development. Flexible spaces have been created with the use of movable desks and furniture. The librarian takes classes to teach students to use the library, she has led professional development and coaches the chess team. Booking the library has streamlined with the use of computer programs.  The librarian is a part of the school rather than isolated in a space. She disseminates information to students and colleagues, manages resources, supervises a library assistant, manages information, teaches students and aids teachers with their classes.

In a previous school library, a teacher librarian required teachers, on booking the computers, to complete questions relating to the lesson. He, in turn, provided additional websites and information to facilitate the lesson. Only now with a new perspective, can I see that he was evolving with developments in technology, the internet and information management. He was raising the bar in terms of being value to the role of teacher librarian.

With the development of technology, referencing and access to information is not always simple, especially in education. Copyright using Creative Commons is a convenient way to tackle this problem. An explanation of the Creative Commons Licences can be found here (“Licences explained”, n.d.). Websites such as Pexel and Unsplash are platforms that support these licences. They make free images, easy to use and reference. But now, information/images are plentiful, free and easy to reference.

Blogging is an ideal way to develop ideas and store information for teacher librarians. Blog sites such as WordPress.com and CSU ThinkSpace can facilitate this. With the massive volume of information available on the internet, it is important to be able to store, recall, keep informed and have access to the various websites when needed. Rather than emailing internet resources to relevant faculties (as a previous teacher-librarian had done),  Feedly or Really Simple Syndication (“RSS”) (“Introduction to RSS and subscribing to blogs using Feedly.” n.d.) on a blog is an effective tool. This way the teacher-librarian can be seen to be leading the way in information management.

On reflection the librarian’s role is more organic than I originally perceived. With new technology and the proliferation of information, it is evident that teacher-librarianship is not about standing on shore but it is about riding the wave!

References

CSU ThinkSpace – Create a blog, portfolio, project website or learning journal and collaborate with peers!, (2019), Retrieved from http://thinkspace.csu.edu.au/

Introduction to RSS and subscribing to blogs using Feedly in 1.0 Introduction (n.d.), Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633946_1&mode=view

Neel, A, (n.d.), Retrieved fromhttps://unsplash.com/photos/-FVaZbu6ZAE?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText

O’Connell, J (?), (n.d.) Module 1: Introduction, Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633946_1&mode=view

Pexels – The best free stock photos shared by talented photographers, (n.d.). Retrieved from https://www.pexels.com/

Today – Insights you need to get the inside edge, (n.d.), Retrieved from https://feedly.com/i/my

Tohatoha – Licences Explained, (n.d.). Retrieved from https://www.tohatoha.org.nz/licences/licences-explained/

Think http://thinkspace.csu.edu.au/

Unsplash – Beautiful Free Photos. Gifted by the world’s most generous community of photographers, (n.d.). Retrieved from https://unsplash.com/

WordPress.com – Build a website, build a movement, (u.d.), Retrieved from https://wordpress.com/

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Category: ETL401, Technology | 4 Comments on Warning … Tsunami Ahead!